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GONZAGA AT SIXTY: A WORK IN PROGRESS A very happy development in art
education in Gonzaga was the acquisition
of two new custom built art rooms
forward to the subject in school – even love it. That something, whatever it is, acts as a bridge
over what for many is an un-crossable chasm between the eye and the hand. That something
enables those who possess it to express themselves efecively in a visual way. It may compel a
person to pursue a career in the visual arts either teaching or pracicing thereby returning that
git to society.
But art is not just for the gited. Educaionally, as a person centred, afecive, humanising
subject, it is for all. The most important developmental element in art is the opportunity it gives
for self expression. Jesuit educaional philosophy recognises and values this. Teachers usually
have to make an act of faith in the educaional value of what they do. Fr Sexton used to say we
are early sowers and late reapers. Someimes, however, the enormous developmental value
of art is revealed on the spot. It is not a rare sight in the Gonzaga art rooms to see a student,
regardless of technical skill or gitedness, lost in ime, puing all his atenion and expression
into what he is doing. Ideally this opportunity should be available to all students throughout
secondary school. Logisically this is not possible. So in Gonzaga art is chosen as an exam subject
for Junior Cert ater irst year.
The present Junior Ceriicate art syllabus was created in the late ’80s. It requires students
to undertake a project on a chosen theme. A generous list of themes such as ‘Where I Live’,
Day one, year one
GONZAGA AT SIXTY: A WORK IN PROGRESS A very happy development in art
education in Gonzaga was the acquisition
of two new custom built art rooms
forward to the subject in school – even love it. That something, whatever it is, acts as a bridge
over what for many is an un-crossable chasm between the eye and the hand. That something
enables those who possess it to express themselves efecively in a visual way. It may compel a
person to pursue a career in the visual arts either teaching or pracicing thereby returning that
git to society.
But art is not just for the gited. Educaionally, as a person centred, afecive, humanising
subject, it is for all. The most important developmental element in art is the opportunity it gives
for self expression. Jesuit educaional philosophy recognises and values this. Teachers usually
have to make an act of faith in the educaional value of what they do. Fr Sexton used to say we
are early sowers and late reapers. Someimes, however, the enormous developmental value
of art is revealed on the spot. It is not a rare sight in the Gonzaga art rooms to see a student,
regardless of technical skill or gitedness, lost in ime, puing all his atenion and expression
into what he is doing. Ideally this opportunity should be available to all students throughout
secondary school. Logisically this is not possible. So in Gonzaga art is chosen as an exam subject
for Junior Cert ater irst year.
The present Junior Ceriicate art syllabus was created in the late ’80s. It requires students
to undertake a project on a chosen theme. A generous list of themes such as ‘Where I Live’,
Day one, year one
